Positive impact of a patient-perspective video on engagement and learning in a kidney transplant seminar: a cluster-randomized study

OBJECTIVES: Patient narratives may enhance medical students' attention and memory. We tested whether a brief patient-perspective video shown at the beginning of a kidney transplantation seminar was associated with improved immediate knowledge retention and emotional engagement. METHODS: In a cluster-randomized design, 154 third-year medical students were assigned by session to a Video Group (n = 77) or Control Group (n = 77). The Video Group watched a 4-minute patient-perspective video on kidney transplantation before the standardized 60-minute lecture, whereas the Control Group received the lecture only. The primary outcome was post-seminar knowledge retention, assessed using a 10-item multiple-choice quiz. Secondary outcomes were self-reported emotional engagement, interest in the topic, seminar satisfaction, and perceived contribution of media use to understanding, each rated on a 5-point Likert scale. RESULTS: The Video Group scored higher on the post-seminar quiz than the Control Group (mean ± standard deviation: 6.14 ± 1.79 vs. 4.95 ± 1.78; p < 0.001), with a medium effect size (Cohen's d = 0.67). The Video Group also reported stronger emotional engagement with the seminar topic (p = 0.012). No significant differences were found between groups for the other evaluation items. CONCLUSION: A brief patient-perspective video shown before a kidney transplantation seminar was associated with higher immediate knowledge retention and greater self-reported emotional engagement. Short patient-perspective videos may be a low-cost, scalable adjunct to traditional teaching.